POSITION ANNOUNCEMENT: Post-Doc/Project Manager Position Open for Physics Education Project at Florida International University
POSITION ANNOUNCEMENT: Postdoctoral scholar in the Leonhard Center for the Enhancement of Engineering Education at Penn State
POSITION ANNOUNCEMENT: Postdoctoral associate for Active Learning Initiative in the department of Mechanical and Aerospace Engineering at Cornell University
POSITION ANNOUNCEMENT: Postdoctoral research position at Purdue University
POSITION ANNOUNCEMENT: Teaching/Research Faculty in Engineering Education at the University of Florida
General Announcements

ERM ANNOUNCEMENT: FIE 2020 Paper Reviewers Needed
The Frontiers in Education (FIE) Conference is a major international conference focusing on educational innovations and research in engineering and computing education. The conference is organized by ERM, IEEE Computer Society, and IEEE Education Society. This year, the conference will be held in Uppsala, Sweden! We hope you will consider joining us for FIE 2020.

Additionally, it is almost time for FIE 2020 paper reviews. Please consider signing up to be a paper reviewer here: https://docs.google.com/forms/d/e/1FAIpQLSdUsRlELpwQrcAMZ0etCXFsO9HuhQW9412mQEiQJc5e_uDAFA/viewform. The more reviewers we have, the better, so please feel free to pass this along to others who you think would be interested in reviewing for the conference.

CALL FOR PARTICIPATION: 2020 WEEF/GEDC Conference: First Call for Papers
We invite you to participate in WEEF-GEDC 2020 and submit an abstract. Guidelines for submission may be found here: https://weefgedc2020.org/submission-of-abstracts/ Key Date: The deadline for submission of abstracts is 20 April 2020. After review of the abstracts, selected submissions will be invited to submit a full paper based on the abstract, which will undergo a second round of peer review. Those that wish to only submit a revised Abstract to the conference may do so. All peer-reviewed full conference papers presented will be published in the conference proceedings, which will be submitted for inclusion in IEEE Xplore. A selection of conference papers will be given the opportunity to be upgraded for a special edition of the SAIEE Africa Research Journal, which will then be submitted for inclusion in IEEE Xplore.

Call for Mini-Symposia is now open. We also invite you to submit proposals for a mini-symposium. A mini-symposium consists of a full 90-minute conference session organised by submitters. We welcome proposals for innovative uses of this time. Guidelines for submission may be found here: https://weefgedc2020.org/submission-of-proposals-for-mini-symposia/ Key Date: The deadline for submission of proposals for mini-symposia is 1 June 2020.

If you need more information, please do not hesitate to contact us at info@weefgedc2020.org

CALL FOR PARTICIPATION: STEM Identity & K12 Mentoring Research Study
We are researchers at the University of Colorado Boulder studying science, technology, engineering, and mathematics (STEM) identity development during K12 outreach and education programs. We are seeking participants that currently coordinate such programs through a college or university. If you are interested in participating in the research, please take a short online survey. The survey should take about 5-minutes to complete.

To take the survey, please follow this link:

https://cuboulder.qualtrics.com/jfe/form/SV_erPH1Hn0bgRE0gR

Based on the survey responses, we will select program coordinators to invite to participate in two elements of this research study: (1) an interview, and (2) contacting university students who participated in your program between 2018 and 2020 on behalf of the research team.

If you have any questions, please contact PI Sabina Schill at sabina.schill@colorado.edu.

CALL FOR PARTICIPATION: Bucknell Summer Teaching Workshop for Engineering Faculty and Graduate Students
Faculty Workshop: How to Engineer Engineering Education

July 22-24, 2020 at Bucknell University

For the 19th consecutive year, faculty from Bucknell University are proud to offer this hands on teaching workshop. The intended audience is engineering faculty and prospective faculty (including graduate students) who want to use research-driven strategies that reduce course preparation time, make classes more engaging and increase student learning.

FINANCIAL INFORMATION: Workshop Fee and Meals: $750 if received before April 30th, $800 if received between May 1- May 30th, and $850 after May 30th. (NOTE: Workshop fee is non-refundable after May 30.) On Campus Room ($150 for 3 nights) is available but optional

APPLY ON-LINE @ www.bucknell.edu/Catalyst: Applicants are accepted on a first come, first served basis and will generally be notified of their status shortly after their application is received.

CALL FOR PARTICIPATION: Designing Student-Centered Learning Experiences
Registration is now open for the Olin Summer Institute! Designing Student-Centered Learning Experiences is a weeklong interactive workshop for faculty teams engaged in a curricular change effort at their own institution. Through participatory workshops, immersive design exercises, and presentations from experts, teams of faculty learn about, experience, and practice effective, engaging teaching approaches for new and meaningful STEM curricula. The workshop will be held June 8-12, 2020 at the Olin College campus in Needham, Massachusetts.

More information may be found here: http://www.olin.edu/collaborate/collaboratory/summer-institute/. The priority application deadline is March 15, 2020.

Position Announcements

POSITION ANNOUNCEMENT: Post-Doc/Project Manager Position Open for Physics Education Project at Florida International University
The STEP UP Project (www.stepupphysics.org) is looking to hire a postdoc/project manager at Florida International University. Two research universities (FIU and Texas A&M Commerce) and two national organizations (AAPT and APS) lead the STEP UP project which focuses on mobilizing thousands of high school physics teachers around the country to support and inspire young women in physics. STEP UP resources and materials have been found to significantly improve students’ attitudes towards learning physics (especially women) by disrupting stereotypic cultural narratives and creating communal classroom spaces. Anyone who is interested can apply to the listing below (please make sure to mention the STEP UP project in your materials). Applications will be considered immediately as they are received.

POSITION ANNOUNCEMENT: Postdoctoral scholar in the Leonhard Center for the Enhancement of Engineering Education at Penn State
The Leonhard Center at Penn State is seeking a Postdoctoral Scholar to take a leadership role in a multi-phase study related to the Engineering Equity Initiative. This mixed methods study is focusing on understanding how College of Engineering faculty and staff create a positive and inclusive culture for all students. One of the goals for this project is to better understand current faculty and staff practices and beliefs around equity and inclusion so that we can design workshops to support our faculty and staff (and, by extension, our students) in enhancing equity and inclusion within the College of Engineering. After the faculty/staff study is launched, the Postdoctoral Scholar will have the opportunity to participate in other projects within the Leonhard Center such as developing and evaluating faculty-driven projects in engineering education and leading college-level workshops relating to instructional practices and educational research.

The position requires strong qualitative research skills. Additional, quantitative and mixed methods research abilities would be preferred. The successful candidate will have demonstrated excellence in communication and collaboration. The ability to publish and present the results of the studies at national or international conferences is also important for the position. Minimum requirements for the position are a Ph.D. in an appropriate field such as engineering education, educational psychology, or higher education. Knowledge of current trends in engineering education is desirable.

This is an annually renewable, fixed-term appointment. Applicants should submit their applications packet including a letter of interest, a résumé, and a list of three references online. Review of applications will begin 4 April 2020 and will continue until the position is filled. For more information about the job and to apply, see https://psu.jobs/job/93986. Contact Sarah Zappe at ser163@psu.edu for more information.

POSITION ANNOUNCEMENT: Post-doctoral associate for Active Learning Initiative in the department of Mechanical and Aerospace Engineering at Cornell University
Applications are invited for a post-doctoral researcher in engineering education in the Sibley School of Mechanical and Aerospace Engineering at Cornell University. The successful candidate will take a leading role in the redesign and evaluation of two required mechanical engineering courses in the thermal/fluids area. The postdoc will work with a group of faculty and postdocs to develop and document course materials emphasizing active and inductive learning and real-life applications. This position is part of a Cornell-wide initiative to shift the undergraduate curriculum toward active learning approaches.

This is a two-year, full time appointment starting June 1, 2020. Minimum qualification is a Ph.D. in mechanical engineering, engineering education research, or a closely related field. Preferred qualifications include some combination of: experience with relevant literature and education research methods; strong background in heat transfer and fluid mechanics; ability to work collaboratively, adapting to diverse views and approaches; project leadership, time management, communication, and writing skills. Because this project will involve integrating and applying many different research areas, an ability to grow is even more valuable than extensive experience in any one of the above areas.

For a full position description and instructions to apply, please visit https://www.mae.cornell.edu/mae/resources/faculty-search-job-openings.

Questions can be directed to Prof. Elizabeth Fisher at emf4@cornell.edu. Evaluation of applications will start on March 16, 2020. Diversity and inclusion are a part of Cornell University’s heritage. We are a recognized employer and educator valuing AA/EEO, Protected Veterans, and Individuals with Disabilities.

POSITION ANNOUNCEMENT: Postdoctoral research position at Purdue University
The Departments of Computer Information Technology and Mechanical Engineering Technology in the Purdue Polytechnic Institute seek to hire a postdoctoral researcher to join a project that integrates learning sciences, data science, and cyberlearning in STEM. The title of the project is “Living Labs for Promoting Model-based Reasoning and Data Science Skills via Designing Energy-Efficient Buildings.” The postdoc will work with a team of engineers and discipline-based education researchers on a design-based research study to promote model-based reasoning and data science skills in the context of designing energy-efficient buildings. Specifically, the postdoc will primarily focus on developing learning interventions that will engage students in the process of extracting, manipulating, and analyzing data from sensors, and optimizing buildings via simulation. The postdoc will also contribute to the data collection and data analysis procedures of the design-based research. The start date is August 1 for a one-year appointment (to be extended for a second year upon performance).

Desired Qualifications: Experience with data analytics; Experience with learning analytics; Experience with qualitative and quantitative methods; Experience writing and publishing in peer-reviewed journals; Familiar with Computer Aided Design tools; Ability to work on collaborative teams across multiple disciplines; Ability to communicate effectively. To apply, please submit a single PDF file to Alejandra Magana, Ph.D. admagana@purdue.edu that includes: 1) a cover letter, 2) CV, 3) writing sample (essay or manuscript) where the applicant is the primary author, and 4) contact information for two references.

POSITION ANNOUNCEMENT: Teaching/Research Faculty in Engineering Education at the University of Florida
The Department of Engineering Education at the University of Florida is looking for multiple teaching/research faculty. The positions are primarily teaching with some research assignment. We are looking for teaching in the following areas: Computer Science (all areas), Introductory level Electrical Engineering, Introductory level Engineering Computer Programming, and Digital Literacy curriculum development.

To send an announcement to the ERM listserv, please prepare a 2-3 paragraph description including any relevant URLs and contact info as well as a subject line. Do not include any attachments. Be sure that the announcement includes the person to contact with questions. Email all of this information to Sarah Zappe at ser163@psu.edu with [ERM Announcement] in the subject line to facilitate email sorting. Announcements will be sent out on the 1st and 15th of each month. Each set of announcements will be included in the announcements email twice. Announcements will also be recorded on the ERM website: http://erm.asee.org/

For more resources and position announcements, please see the Engineering Education Community Resource Wiki available at http://bit.ly/engredu. A direct link to job postings at https://bitly.com/eecr-jobs.

POSITION ANNOUNCEMENT: Associate/Assistant Professor/Instructor positions in Engineering, University of Southern Indiana

POSITION ANNOUNCEMENT: Assistant Director for Educational Development at the University of Rochester

General Announcements

JEE ANNOUNCEMENT: Mentored Reviewer Program

The Journal of Engineering Education (JEE) is committed to cultivate, disseminate, and archive scholarly research in engineering education. To expand our reviewer base and maintain the quality of manuscript reviews, JEE launched a new Mentored Reviewer Program in January 2019. This program is designed to coach new or novice reviewers through the review process with mentor who has substantial experience in reviewing and writing engineering education research studies. We are inviting applications for mentees to the next round of JEE Mentored Reviewer Program. Mentees for the program should be novices in engineering education research such as graduate students, post-doctoral scholars, and engineering faculty. Mentees should display evidence of developing expertise (through formal courses or research experiences) in research areas that align with the journal’s mission, and in quantitative, qualitative or mixed research methods. Individuals from countries other than the United States are welcome and encouraged to apply.

The Mentored Reviewer Program is a competitive program for both mentors and mentees. Mentees will be asked to participate in an online training with their mentors and JEE editors that will include an introduction to JEE and an overview of expectations for reviews. During the mentorship period (approximately 6 months), mentors and mentees will be asked to work together on approximately three article reviews. A scaffolded approach to the review process will be provided allowing the mentee to gain more independence by the final review. To the extent possible, mentors and mentees will be matched based on expertise. All mentors and mentees will be acknowledged at the ASEE annual meeting and will receive a certificate recognizing their accomplishments through their participation in the program during the previous year.

A new report from the National Academies of Sciences, Engineering, and Medicine says there is a growing mismatch between the need for engineering-literate K-12 educators and the capacity of the U.S. education system to prepare and support these professionals. In addition, there are very few postsecondary programs that educate prospective K-12 teachers of engineering, and professional development experiences — through which the bulk of the current teaching workforce learned what they know about engineering and how to teach it — vary in duration, scope, and effectiveness. The report also finds there is little evidence that K-12 science teachers are being given opportunities to learn to incorporate engineering concepts and practices in their instruction, as described in NGSS.

The report includes 10 recommendations for improving the preparation of K-12 teachers of engineering geared toward a range of stakeholders, from federal agencies and private foundations with an interest in STEM education to colleges, accrediting bodies, and state departments of education.

In addition, to address lack of diversity, the report recommends programs that prepare prospective K-12 teachers of engineering make greater efforts to recruit and retain teacher candidates from populations currently underrepresented in STEM education and careers. A more diverse workforce that is encouraged to use inclusive pedagogies could help attract and retain a more diverse population of students interested in the study of engineering and in STEM-related careers, the report says.

A call for issues for a special issue of the Journal of Computing in Higher Education focusing on Data Literacy & Computational Thinking in Engineering Education is now available. The Journal of Computing in Higher Education is a double-blind peer reviewed journal with a ISI Journal Impact factor of 1.87. Please see https://www.springer.com/journal/12528/updates/17663272 for more information.

CALL FOR ABSTRACTS: 23rd Annual Colloquium on International Engineering Education

CALL FOR PARTICIPATION: Bucknell Summer Teaching Workshop for Engineering Faculty and Graduate Students

Faculty Workshop: How to Engineer Engineering Education

July 22-24, 2020 at Bucknell University

For the 19th consecutive year, faculty from Bucknell University are proud to offer this hands on teaching workshop. The intended audience is engineering faculty and prospective faculty (including graduate students) who want to use research-driven strategies that reduce course preparation time, make classes more engaging and increase student learning.

FINANCIAL INFORMATION: Workshop Fee and Meals: $750 if received before April 30th, $800 if received between May 1- May 30th, and $850 after May 30th. (NOTE: Workshop fee is non-refundable after May 30.) On Campus Room ($150 for 3 nights) is available but optional

APPLY ON-LINE @ www.bucknell.edu/Catalyst: Applicants are accepted on a first come, first served basis and will generally be notified of their status shortly after their application is received.

Registration is now open for the Olin Summer Institute! Designing Student-Centered Learning Experiences is a weeklong interactive workshop for faculty teams engaged in a curricular change effort at their own institution. Through participatory workshops, immersive design exercises, and presentations from experts, teams of faculty learn about, experience, and practice effective, engaging teaching approaches for new and meaningful STEM curricula. The workshop will be held June 8-12, 2020 at the Olin College campus in Needham, Massachusetts.

CALL FOR PARTICIPATION: Presenters for ASEE Special Session – Research on Engineering Practice: Catalyzing the Next Generation of Scholars

The organizing team for the NSF sponsored “Research on Engineering Practice: Catalyzing a Scholarly Community” collaborative conference grant (EEC – 18833055, 1833113, 1833124, 1854814) invites early career scholars who conduct research on engineering practice and / or its connections to engineering education to apply to present in an ASEE Special Session.

The special session will take place during the 2020 American Society for Engineering Education (ASEE) Annual Conference on Monday, June 22, 2020, from 11:30 AM to 1:30 PM in Montreal, Quebec, Canada. Each selected early career scholar will present as a panelist, giving a brief, 5-minute lightning talk to introduce themselves and their work to a growing scholarly community focused on research on engineering practice. The scholars will then display a poster about a project and their broader research and career interests related to engineering practice, for feedback, ideas, and support from session attendees.

PhD students, postdoctoral scholars, and early career research scientists or faculty members who conducted research on engineering practice and / or its connections to engineering education are encouraged to apply. A travel stipend of $700 will be offered to each selected panelist. Up to 6 panelists will be selected.

Applicants should submit:

A brief statement (1 page max.) about a project the applicant is currently undertaking or has recently completed related to engineering practice and / or its connections to engineering education. (This can be a project conducted individually or in collaboration with others.)

A brief statement (1 page max.) on the applicant’s general research and career interests related to engineering practice and how the applicant’s participation in this panel session has potential to advance their interests.

A 2-page version of the applicant’s resume or curriculum vitae (please include a listing of your papers or posters that have been accepted for the 2020 ASEE Annual Conference).

The First Year Programs Division of ASEE is accepting paper abstracts and workshop proposals to be presented at the 12th Annual First Year Engineering Experience (FYEE) Conference. The FYEE conference will be held July 26-28, 2020 at Michigan State University in East Lansing, MI. This year’s conference will focus on connecting the first-year engineering classroom with first-year engineering initiatives and programs beyond the classroom.

Paper Abstracts and Workshop Proposals are due February 24, 2020. Draft papers are due April 20 with final papers due June 1. For more information about the conference and abstract/proposal submissions visit the FYEE conference website at https://sites.asee.org/fyee2020/. Please direct any questions to Kevin Calabro at kcalabro@umd.edu.

Position Announcements

POSITION ANNOUNCEMENT: Postdoctoral scholar in the Leonhard Center for the Enhancement of Engineering Education at Penn State

The Leonhard Center at Penn State is seeking a Postdoctoral Scholar to take a leadership role in a multi-phase study related to the Engineering Equity Initiative. This mixed methods study is focusing on understanding how College of Engineering faculty and staff create a positive and inclusive culture for all students. One of the goals for this project is to better understand current faculty and staff practices and beliefs around equity and inclusion so that we can design workshops to support our faculty and staff (and, by extension, our students) in enhancing equity and inclusion within the College of Engineering. After the faculty/staff study is launched, the Postdoctoral Scholar will have the opportunity to participate in other projects within the Leonhard Center such as developing and evaluating faculty-driven projects in engineering education and leading college-level workshops relating to instructional practices and educational research.

The position requires strong qualitative research skills. Additional, quantitative and mixed methods research abilities would be preferred. The successful candidate will have demonstrated excellence in communication and collaboration. The ability to publish and present the results of the studies at national or international conferences is also important for the position. Minimum requirements for the position are a Ph.D. in an appropriate field such as engineering education, educational psychology, or higher education. Knowledge of current trends in engineering education is desirable.

This is an annually renewable, fixed-term appointment. Applicants should submit their applications packet including a letter of interest, a résumé, and a list of three references online. Review of applications will begin 4 April 2020 and will continue until the position is filled. For more information about the job and to apply, see https://psu.jobs/job/93986. Contact Sarah Zappe at ser163@psu.edu for more information.

POSITION ANNOUNCEMENT: Post-doctoral associate for Active Learning Initiative in the department of Mechanical and Aerospace Engineering at Cornell University

Applications are invited for a post-doctoral researcher in engineering education in the Sibley School of Mechanical and Aerospace Engineering at Cornell University. The successful candidate will take a leading role in the redesign and evaluation of two required mechanical engineering courses in the thermal/fluids area. The postdoc will work with a group of faculty and postdocs to develop and document course materials emphasizing active and inductive learning and real-life applications. This position is part of a Cornell-wide initiative to shift the undergraduate curriculum toward active learning approaches.

This is a two-year, full time appointment starting June 1, 2020. Minimum qualification is a Ph.D. in mechanical engineering, engineering education research, or a closely related field. Preferred qualifications include some combination of: experience with relevant literature and education research methods; strong background in heat transfer and fluid mechanics; ability to work collaboratively, adapting to diverse views and approaches; project leadership, time management, communication, and writing skills. Because this project will involve integrating and applying many different research areas, an ability to grow is even more valuable than extensive experience in any one of the above areas.

Questions can be directed to Prof. Elizabeth Fisher at emf4@cornell.edu. Evaluation of applications will start on March 16, 2020. Diversity and inclusion are a part of Cornell University’s heritage. We are a recognized employer and educator valuing AA/EEO, Protected Veterans, and Individuals with Disabilities.

POSITION ANNOUNCEMENT: Postdoctoral research position at Purdue University

The Departments of Computer Information Technology and Mechanical Engineering Technology in the Purdue Polytechnic Institute seek to hire a postdoctoral researcher to join a project that integrates learning sciences, data science, and cyberlearning in STEM. The title of the project is “Living Labs for Promoting Model-based Reasoning and Data Science Skills via Designing Energy-Efficient Buildings.” The postdoc will work with a team of engineers and discipline-based education researchers on a design-based research study to promote model-based reasoning and data science skills in the context of designing energy-efficient buildings. Specifically, the postdoc will primarily focus on developing learning interventions that will engage students in the process of extracting, manipulating, and analyzing data from sensors, and optimizing buildings via simulation. The postdoc will also contribute to the data collection and data analysis procedures of the design-based research. The start date is August 1 for a one-year appointment (to be extended for a second year upon performance).

Desired Qualifications: Experience with data analytics; Experience with learning analytics; Experience with qualitative and quantitative methods; Experience writing and publishing in peer-reviewed journals; Familiar with Computer Aided Design tools; Ability to work on collaborative teams across multiple disciplines; Ability to communicate effectively. To apply, please submit a single PDF file to Alejandra Magana, Ph.D. admagana@purdue.edu that includes: 1) a cover letter, 2) CV, 3) writing sample (essay or manuscript) where the applicant is the primary author, and 4) contact information for two references.

POSITION ANNOUNCEMENT: Teaching/Research Faculty in Engineering Education at the University of Florida

The Department of Engineering Education at the University of Florida is looking for multiple teaching/research faculty. The positions are primarily teaching with some research assignment. We are looking for teaching in the following areas: Computer Science (all areas), Introductory level Electrical Engineering, Introductory level Engineering Computer Programming, and Digital Literacy curriculum development.

POSITION ANNOUNCEMENT: Faculty position: Chair and Professor, Department of Information Sciences and Technology (IST) at George Mason University

The Department of Information Sciences and Technology (IST) at George Mason University invites applications for the position of Department Chair. George Mason University has a strong institutional commitment to the achievement of excellence and diversity among its faculty and staff, and strongly encourages candidates who will enrich Mason’s academic and culturally inclusive environment to apply. The IST Department has 27 full-time faculty members with research foci in cybersecurity, data mining and machine learning, natural language processing, human-centered computing, and computing and engineering education. The IST Department has been growing at a healthy rate through faculty hiring, with particular emphasis on tenured/tenure-track positions. Research expenditures of the department exceeded $4.9 Million in 2019. Funding sources include NSF, DOD, DARPA, NIH, and DHHS. Faculty awardees include NSF CAREER and NSF CRII recipients. For full consideration, applicants must apply athttps://jobs.gmu.edu/postings/47805 (Application reviews begin: March 16, 2020).

The Department of Engineering & Technology (E&T) at SUU invites applications for a tenure-track position at the assistant professor rank with an August 2020 starting date. The role of this position is to support the educational mission of the E&T Department in providing high-quality instruction in undergraduate engineering and technology. The primary area of interest is transportation engineering but other areas related to civil engineering may also be considered. Candidates with a Ph.D. in Engineering Education with the technical background to teach in civil engineering are encouraged to apply.

POSITION ANNOUNCEMENT: Associate/Assistant Professor/Instructor positions in Engineering, University of Southern Indiana

The Department of Engineering at the University of Southern Indiana (USI) invites applications for two full-time engineering faculty positions: 1) Tenure-track Assistant/Associate Professor or Instructor of Engineering (manufacturing or electrical engineering); 2) Tenure-track Assistant Professor or Instructor of Engineering (all engineering areas considered)

We are committed to excellence in teaching, scholarship and professional activity, and service to the university and the community. USI is located in the beautiful rolling hills of the southwestern Ohio River valley in Evansville and holds a Community Engagement classification from the Carnegie Foundation. For both positions, ABD candidates will be considered. It is expected that the faculty members will have a research agenda that leads to scholarly works and the engagement of undergraduate students.

1) Tenure-track Assistant Professor/Associate or Instructor of Engineering: The successful candidate will in-classroom teach advanced undergraduate courses in engineering in the areas of manufacturing engineering, electrical power and machines, or embedded systems development, as well as introductory-level general engineering and technology courses, and direction of student design projects.

2) Tenure-track Assistant Professor or Instructor of Engineering: This position includes classroom teaching assignments in introductory-level general engineering and technology courses as well as advanced undergraduate courses in engineering and technology, and direction of student design projects. It is expected that this faculty member will have a research agenda that leads to scholarly works and the engagement of undergraduate students.

POSITION ANNOUNCEMENT: Assistant Director for Educational Development at the University of Rochester

Position Description

The University of Rochester’s Center for Excellence in Teaching and Learning (CETL) seeks an Assistant Director of Educational Development to serve as the primary support to faculty and departments in learning and applying evidence-based instructional practices. Reporting to the Assistant Dean and Executive Director of CETL and working closely with CETL’s Faculty Director, the Assistant Director will conceptualize, plan, execute, and evaluate evidence-based instructional development programming responsive to individual faculty members, academic departments, graduate student teaching assistants and instructors, and institutional initiatives.

Minimum Qualifications

Master’s degree and one year of experience in instructional development or teaching and learning support. Strong project management skills, including ability to prioritize and manage multiple complex projects, coordinate with partners, and initiate and execute appropriate timelines. Ability to establish strong working partnerships with diverse faculty, staff, and students and with institutional units such as academic departments. Ability to collect, manage, and analyze confidential internal data, external benchmarking, and published research to design, implement, and evaluate programming and outreach initiatives that proactively advance evidence-based, high-quality instructional practice in AS&E.

Preferred Qualifications

Two to five years’ experience in designing and delivering instructional development programming, preferably in a research university setting. Ph.D. or Ed.D. Experience working with STEM faculty, working in a STEM field, or other STEM background.

To send an announcement to the ERM listserv, please prepare a 2-3 paragraph description including any relevant URLs and contact info as well as a subject line. Do not include any attachments. Be sure that the announcement includes the person to contact with questions. Email all of this information to Sarah Zappe at ser163@psu.edu with [ERM Announcement] in the subject line to facilitate email sorting. Announcements will be sent out on the 1st and 15th of each month. Each set of announcements will be included in the announcements email twice. Announcements will also be recorded on the ERM website: http://erm.asee.org/